westbourne grammar school community report · 2020. 6. 16. · westbourne grammar school community...

Westbourne Grammar

School

Contents

Principal’s Report

Our Vision, Mission & Values

Stewardship & Governance

School Leadership

Teaching Staff

Student Attendance

Student Outcomes

VCE Results

Tertiary Destinations

Stakeholder Satisfaction

Surveys

Finances

Staff Lists

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Westbourne Grammar School Community Report

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Principal’s Report

In a world characterised by rapid technological change, globalisation, rising community expectations and uncertainties with respect to how governments will fund the independent school sector; it is important that Westbourne continues to foster an innovative and responsive culture of professionalism coupled with the prudent stewardship of resources. It is in this context that the 2019-2022 Strategic Plan provides a framework for future-proofing the school. This will be achieved through continued investment in systems designed to drive efficiencies and achieve savings, while managing the programs of teaching and learning that are providing the academic skills and personal attributes required to meet the challenges of life and work in the twenty-first century.

The further development of Westbourne’s shared model of Community of Practice is exemplified through the use of pedagogical methods and practices that include: a common language of learning, a stated moral purpose, cognitive coaching, restorative practice, and a program for our students in Prep to Year 2 that is grounded in the educational philosophy and practices of Reggio Emilia. To support these objectives, all students are grouped in age appropriate clusters. At the Truganina campus these clusters comprise: Amici (Early Learning); Winjeel (Prep-Year 2); the Verdon Centre (Years 3-6); the Horsburgh Centre (Years 7-8); the Geoffrey Ryan Centre (Year 9) and the senior college for Years 10-12.

The school’s reputation for academic achievement is underpinned by a strong focus on student wellbeing. At the same time, the curriculum is characterised by an emphasis on the mastery of the key skills of literacy and numeracy and on the development of personal attributes such as, confidence, self-reliance, critical thinking, independence and creativity. I am pleased, therefore, to report that 2019 was another very successful year for our Year 12s. In addition to five perfect study scores of 50 (English (2); Biology, Health & Human Development; Further Mathematics) and a median ATAR of 86.10 (the highest ever recorded by Westbourne); 36.2% of students achieved an ATAR of 90.00 or above. In March, the school’s excellent academic record was recognised when Westbourne was the recipient (in the Melbourne western region category) of The Age newspaper’s inaugural Schools That Excel award.

Throughout the year, senior school student engagement in practical learning continued with participation in the DaVinci Decathlon (Year 7); Tournament of Minds (Years 7-8); Youth Parliament (Year 11); Toastmasters (Year 12), interschool public speaking and debating. In our junior school, students participated in the Future Problem-Solving competition; the Maths Olympiad; debating and chess. The Junior Action Service Program has seen a student create a newsletter for the Verdon Centre, called Verdon Variety, while other students have been involved in collecting food for the Victorian Foodbank, working with the Victoria Falls Anti-Poaching Unit locating snares and picking up rubbish, as well as sourcing donations for the Pack for a Purpose Kachikau Sew Project.

On behalf of Westbourne Grammar School, I am pleased to present the 2019 Annual Report. Another very busy and productive year began with the official opening of the new sports and aquatic centre. This magnificent facility, with its twenty-five metre; eight lane pool, a learn to swim pool; weights room, and state of the art dance studio has added a new dimension to the opportunities available at Westbourne for participation in sporting, fitness and personal wellbeing programs. And while our pool may have seemed some time in its planning and construction, what we have achieved has been more than worth the wait.


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2019 marked forty years of musical productions at the school. Our aim in producing a musical each year is to provide opportunities for engagement in this particular art form – whether that be as cast, technical crew or orchestra.

The school’s reputation for academic achievement is underpinned by a strong focus on student wellbeing.

continued... As in past years, students once again excelled as representatives of the school in the Association of Coeducational Schools sports competitions and also in House sport. The outdoor education program is closely linked to the school’s values and students are expected to demonstrate what it is to be a member of the Westbourne community. Similarly, elective and enrichment programs aim to involve students in a journey of self-discovery and self-understanding while building resilience and self-reliance. These programs have included activities such as: snorkelling, bush walking; canoeing, indoor rock climbing; Duke of Edinburgh Award (compass, bronze, silver and gold levels); Youth Adventure Challenge; Around the Bay Bike Ride and the Melbourne Half Marathon.

This year, an ambitious production of Wicked played to full houses at the Wyndham Cultural Centre theatre, while our junior students delighted audiences with a colourful rendition of Seussical Jr. Selected as the senior play, David Williamson’s Brilliant Lies proved to be a thought-provoking experience for all involved. It is especially rewarding that the talents of our performers and production team were recognised by the Music Theatre Guild of Victoria with Wicked receiving nominations in the categories: Female Lead Role (Isabella Yoseski (12P) and Musical Direction (Andrew Leach Director of Music).

The school’s connections with Kampuchea House continued with trips to Cambodia in April and June. While in Cambodia the team from Westbourne (students, teachers and alumni) was involved in teaching English to children in Komphien Village, building a house for a needy family, some sightseeing activities and learning about the culture and history of the Khmer people.

I would like to thank all those who have supported our endeavours throughout the year. I am grateful to the Board for their commitment to Westbourne and its governance. I also extend my appreciation to Westbourne’s staff, our teachers, administrators, maintenance and grounds personnel and stakeholders. Finally, my most sincere gratitude goes to my colleagues on the Executive for their continued loyalty, vision, dedication and commitment to this school.


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Our Vision, Values & Motto

School Vision Shaping Learners Who Inspire the World.School Values Community, Creativity, Courage, Scholarship.School Motto Age Quod Agas – That Which You Do, Do Well.School Mission To be an economically independent and vibrant community that consistently provides the highest standards of excellence and innovation within a stimulating, nurturing environment.

The school that is Westbourne Grammar opened in Williamstown in 1867 with an enrolment of twenty-three boys. Becoming coeducational in 1885, the school continued to operate in various locations in Williamstown until the mid-1970s when the decision was taken to build a new school on a green fields site at Truganina. Since 1978 there have been two campuses: Williamstown (Prep to Year 3) and Truganina (Early Learning to Year 12) in Melbourne’s fast-growing western corridor. With its main campus located on an extensive site in Sayers Road, the school is very well resourced in terms of educational facilities, many of which have been constructed and/or improved in recent years. The smaller campus at Williamstown continues to be a feeder for the main campus and is an enduring representation of the school’s long relationship with this historically significant, bayside community.

Philosophy

An emphasis on each student as an individual within a community means that the school wants each person to flourish and to reach their full potential. As a Christian school, Westbourne has a chapel and employs a school chaplain. All students attend chapel services on a regular basis in the JR Pascoe Chapel. In addition to students from Melbourne’s western suburbs, the student body is made up of an enrolment of international students, the majority of whom come from south-east Asia.

Committed to living its vision and values Westbourne Grammar School’s shared philosophy rests on the foundation of a strong moral purpose. In understanding and acknowledging that variance within a school is typically greater than variance between schools, Westbourne recognises the value of a moral purpose based on the concept that ‘every child can succeed and achieve significant growth’. It is this intention therefore, which sits at the heart of the school’s vision and mission and a philosophy centred on creating a safe and supportive environment in which each student can reach their full potential.

Westbourne Grammar School is characterised by its diverse community, which currently comprises a student population representing thirty-eight nationalities and multiple faiths. Our value of community encourages respect and lies at the centre of how we engage with and care for each other inside and outside the classroom and, in a broader sense, with parents and the wider community. Respect for each other, our policies, the democratic principles of our country and the rule of law both reinforce and are fundamental to the school’s mission and values and apply equally to students and staff. Our community is characterised by religious freedom and tolerance, which are supported through open dialogue.

Westbourne Grammar School supports and promotes the principles and practices of Australian democracy, including a commitment to elected government; the rule of law; equal rights to all before the law; freedom of religion; freedom of speech and association and the values of openness and tolerance.


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Stewardship and Governance

Westbourne Grammar School is a public company limited by guarantee. Its directors form the School Board which has responsibility for the overall governance of the school, the determining of general policy and setting the school’s strategic direction.

As an independent school, Westbourne Grammar is registered with the Victorian Registration and Qualifications Authority (VRQA).

Ilija GrgicChairperson


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2019 Board MembersOffice Bearers

The Associate Principal, Head of Senior School, Head of Junior School and the Business Manager all attend Board meetings as observers. The Board met seven times in 2019. The Board Executive consists of the Chair, Deputy Chair, Secretary, Treasurer and the Principal. The Board has the following sub-committees: Executive; Governance and Audit; Finance; Maintenance and Grounds. As an independent school, Westbourne Grammar is registered with the Victorian Registration and Qualifications Authority (VRQA).

Mark KrawczyszynDeputy Chairperson

Rocio Vucetich KaribianSecretary

David StewartTreasurer

Meg HansenPrincipal

Diane John OAMDirector

Ian FoxDirector

Claire BrownDirector

John McElvaneyDirector

David HorvathDirector


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School Leadership

The operation of the school on a day-to-day basis is the responsibility of the Principal and her Executive team.

In 2019 the Executive team comprised

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Meg HansenPrincipalBA, DipTeach, MA (Hons), PGradDipArts, SecTeachDip, FACE, FACEL, AICD

Andrew McGregor Associate PrincipalBSc, DipEd, MEd

Louisa Scerri (no photo)Head of Senior SchoolBASc, GradDipEd

Paul BarklambHead of Junior SchoolBEd, DipTeach, GradDipEdAdmin, GradCertSpEd, CertGiftedEd

Dennis Nowak (no photo)Deputy Head of Senior SchoolBA (Hons), GradDipEd

Kylie BaxterDeputy Head of Junior SchoolBEd, PGradDipEd

Peter WestheadDirector of Learning Senior SchoolBA (Hons), PGradCertEd

Geoffrey HayhowDirector of People and CultureBEd, MEd

Anne BrightDirector of DevelopmentBA (Hons), DipEd

Katherine YeeBusiness ManagerBComm, MIntBus, CPA

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TeachingStaff

All members of the teaching staff are registered with the Victorian Institute of Teaching (VIT) and regularly participate in professional development activities and programs conducted both at the school and at off-site locations. In addition, all staff are involved in Westbourne’s sporting, cultural, pastoral care and community service activities.

Teaching staff are highly motivated, qualified professionals with a very strong commitment to the implementation of the school’s comprehensive educational program.

Staff Breakdown 2019Full-time teacher (female) 95

Full-time teacher (male) 45

Part-time teacher (female) 20Part-time teacher (male) 06Primary teachers (female) 47Primary teachers (male) 12Secondary teachers (female) 60Secondary teachers (male) 39Professional staff 43Grounds and Maintenance 13Ancillary staff 13

The average attendance rate for staff at Westbourne Grammar was 94%. There were no indigenous staff.


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Teacher Involvementin Professional LearningThroughout 2019, the Principal, Board, Executive and teaching staff continued to actively support professional learning in accordance with the requirements stipulated by the Victorian Institute of Teaching and the overall educational objectives of the school.

To achieve these goals, the school provides opportunities for all staff to update and improve their knowledge and qualifications and to develop deeper understandings of their subject areas, teaching practices and current approaches to learning strategies- such as those embodied in the Reggio Emilia program at Years Prep-2.

In April, the school organised a three-day, in-house conference designed to build the professional capacity of Westbourne’s teachers and deepen their understanding of the latest research into issues such as eLearning, Solo Taxonomy, inquiry learning, collective efficacy, encounter and teacher wellbeing. Over the three days participants heard from four recognised education thought-leaders and were actively involved in a series of workshops developed and run by current staff. In the junior school, a significant learning project conducted by future focused consultants No Tosh, enabled teachers to delve deeply into design thinking and inquiry learning and how these practises can be best leveraged in the junior years. Several senior staff also attended a conference in Queensland which allowed them to work with experts to learn more about student emotional wellbeing, positive psychology, strength-based models and strategies for building resilience.

Many staff also contributed to the two editions of the school’s community magazine Monomeith, with articles covering a range of contemporary educational themes including: Successful Transition Through the School Builds Confidence; Future Focussed, Skills Based and Collaborative – Delivering for Year 9; Building Learning Success in a Managed Environment; Promoting Stem Awareness; Professional Learning, New Ideas and Collaborative Expertise; Connecting Through Schoolbox; Supporting Our Teachers and Enhancing Student Performance; Collaboration, Connectedness and a Common Language of Learning; The World is Your Teacher – Learning Beyond the Classroom; and Virtual Realities and Interactive Models – Exploring New Frontiers in Science.


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Characteristics of the Student Body

Westbourne Grammar provides educational opportunities for students from Early Learning through to Year 12. The student population is comprised of a diverse thirty-eight different nationalities. In 2019 there were fifty-nine international students, and gender mix was 53% male and 47% female.

Students enrolled in Westbourne’s Junior and Senior Schools:

Junior School (Prep - Year 6) 721

Senior School (Years 7- 12) 921

Total Enrolment in 2019 1642


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Student Attendance

Average attendance rates for each year level are detailed below:

Student attendance is recorded on a daily basis and parents are contacted when no prior advice has been received. Where students in the junior school have unexplained absences, parents are contacted by the class teacher in the first instance and followed up by the Deputy Head and/or the Head of Junior School.

For senior school students, the Head of House will contact parents to discuss reasons for unexplained absences. In the event such absences become excessive, the Head of Senior School will contact the parents. The total average attendance rates for all students in 2019 were:

Truganina Campus %Year 0 92.79

Year 1 92.75Year 2 94.43Year 3 93.82Year 4 93.21Year 5 93.34Year 6 92.04Year 7 92.43Year 8 91.39

Year 9 91.62

Year 10 90.18Year 11 91.00Year 12 89.99

Williamstown Campus %Year 0 93.43

Year 1 92.09Year 2 92.58Year 3 91.86

91.57% 92.47%Truganina campus

Williamstown campus


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Student OutcomesThe National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment of student achievement at Years 3, 5, 7 and 9. Students are assessed across six learning areas: reading, writing, spelling, grammar and punctuation and numeracy. These tests are designed to measure National Performance in Literacy and Numeracy.

The 2019 national testing results show that Westbourne students are performing well above state and national benchmarks.

Westbourne Students’Median Score

State Median

% at or Above the National

Minimum StandardYear 3 (Williamstown)

Reading 509 445 100

Writing 485 445 100

Spelling 463 431 100

Grammar/Punctuation 506 456 100

Numeracy 463 422 100

Year 3 (Truganina)

Reading 490 445 100

Writing 472 445 100

Spelling 476 431 100



Year 5

Reading 564 513 99

Writing 523 485 98

Spelling 546 506 99



Year 7

Reading 583 551 100

Writing 560 523 100

Spelling 577 553 99



Year 9

Reading 611 591 100

Writing 598 560 98

Spelling 615 588 99




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In 2019, of the 138 students enrolled in Year 12, all were awarded their VCE certificate and all but three applied for tertiary courses. More specifically:

• Dux of the school achieved an ATAR of 99.80• Median ATAR of 86.10 – the highest ever recorded by Westbourne Grammar School• Five perfect study scores of 50 – in English (2), Biology, Health & Human Development and Further Mathematics• 36.2% of students achieved an ATAR of 90.00 or above• Three students achieved an ATAR of 99.00 or above, ranking them in the top 1% in the country.• 19 students achieved an ATAR of 95.00 or above, ranking them in the top 5% of the country.• 50 students achieved an ATAR of 90.00 or above, ranking them in the top 10% in the country.• 88 students achieved an ATAR of 80.00 or above, ranking them in the top 20% of the country.

The school is extremely proud of these achievements, which reflect the hard work and enthusiasm of our students as well as the professionalism and dedication of Westbourne’s teachers. In congratulating everyone we also commend our nine international students who attained an ATAR over 90. An outstanding sixty-six per cent of applicants received an offer into their course of highest preference; and ninety per cent into their first or second course preference.

TOP 10%

TOP 5%

TOP1%3 students

19 students

50 students

2019 VCE

ATAR SCORES TOP 20%88 students

Based on National Performance Statistics (ACTAC)

2019 VCE Results Cohesive, inclusive and highly supportive of each other and the school’s values, the Class of 2019 were active participants in all that Westbourne offered them. In particular, these fine young people demonstrated a strong sense of responsibility to their community, taking student voice to a new level of engagement through their management of senior assemblies and involvement in the full range of sporting, cultural, leadership and service activities.

2019 Reading Writing Spelling Grammar NumeracyYear 3 490 472 476 492 463

Year 5 564 523 546 554 545

Year 7 583 553 577 589 612

Year 9 611 588 615 602 636

Truganina


Year 5 562 506 441 559 537

Year 7 585 558 595 579 614

Year 9 621 583 618 612 653


Year 5 554 523 539 545 551

Year 7 580 570 585 580 629

Year 9 624 612 606 608 639


Williamstown



When reviewed over a three year period the Naplan results demonstrate consistency across almost all learning areas, however, it should be noted that Westbourne Grammar participated in NAPLAN online in 2018 and 2019 which creates some difficulty in comparing three years of results.


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University of Melbourne 56

RMIT 33

Deakin University 17

Of graduates received first preference offers

received first or second preference offersSwinburne 10

Monash University 35

151 Individual offers at five top Victorian universities

66%

90%

Tertiary Destinations

* At the time of printing the official final destination data had not been published by VCCA.

Truganina

University of Melbourne 56 Monash University 35 RMIT University 33 Deakin University 17Swinburne University of Technology 10 La Trobe University 09 Victoria University 04 ACU 04 ANU 02 ADFA 01 Tafe Institutes 01 Private Colleges 03

Sciences 37 Society & Culture 31Commerce 26Health 23Engineering 18Creative Arts 17Architecture / Building 14Information Technology 07Agriculture/Environment 02Education 01

Offers by field of study

32%

20%

19%10%5%

5%

2%2%

An outstanding sixty-six per cent of applicants received an offer into their course of highest preference; and ninety per cent into their first or second course preference.*


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Westbourne offers a wide range of forums for parents, students and staff to provide feedback, make suggestions and participate in the overall process of continuous improvement to the school’s educational program.

Parent, Student& Teacher Satisfaction

Junior School

Dialogue and Engagement: Parents and staff at all levels in the junior school participate in mutual dialogue throughout the year via email, telephone, face-to-face conversations at parent-teacher days, morning teas and whole school special events. There is a peer support program, and many opportunities for students to actively engage with their teachers with respect to all aspects of their learning.

Senior SchoolSenior school staff regularly engage with parents and families at open days, parent information nights, parent teacher interviews and functions such as the annual music concert and other performing arts and sporting events.

Welcoming New Students and Their Families: Initially, new students and their families are welcomed into the senior school at a special orientation night. Then, in the early weeks of Term 1 the Deputy Head of Senior School contacts new families to ensure students are settling in and to discuss any issues that may have arisen. The school also holds a special ‘Sundowner’ evening for all new parents. Following a welcome address from the Principal, there is an information session for Year 7 parents which is also attended by all key members of staff. For other year levels the Heads of House and the Director of Year 9 manage appropriate induction and welcome programs.

Student Leadership: The student leadership team is made up of twenty prefects and includes the School Captains and House Captains. This group meets regularly with the Principal, Associate Principal and Head of Senior School to discuss school issues and to plan for events and activities.

Transition Points for Young Learners: The 6.5 transition program focuses on enabling junior students to achieve a smooth transition to senior school by providing opportunities for Year 6 students to experience time in Year 7 classes and the main library as well as other orientation activities. In addition, the school also holds an evening for parents where they can meet key people (Principal, Associate Principal, Head and Deputy Head of Senior School and the Head of Year 7), hear a formal presentation and then move to classrooms to meet with tutors and other year level parents. Prior to this event, each family is contacted and welcomed into the school. Students at the Williamstown campus who will be transitioning to Truganina are ‘buddied’ with a student at Truganina and spend time at Truganina on a regular basis. Similarly, an extensive Prep Transition Program has proven to be very effective in ensuring that incoming Preps (including those transitioning from Amici) settle in easily in the first few weeks of school. Both the Head and Deputy Head of Junior School are always available to speak with parents and teaching staff regarding any concerns or needs.

Introducing New StaffAll new staff participate in a comprehensive induction program which is managed by the Director of People and Culture. In addition, support is provided on an ongoing basis as they settle into Westbourne. The school also provides an Employee Assistance Program which is available to all staff.


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Stakeholder Surveys

Community Involvement

The school is strongly committed to listening to the views and expectations of key stakeholders and regularly commissions surveys and conversations aimed at providing data relating to various education-related topics. This feedback assists the school with both its operational and strategic planning.

In 2019 the school took part in the LEAD School Effectiveness Survey, the results of which provided information about parent, staff and student satisfaction. With respect to parent satisfaction, the school received consistently high ratings for key indicators: excellent learning environment, school as a safe place to learn, satisfaction with the choice of Westbourne, families feeling welcome when they visit the school, dedication and professionalism of the teaching staff, preparation for sequential learning, student access to learning resources, student motivation and teacher understanding of individual differences and abilities. When questioned about their main reasons for choosing Westbourne, most parents reported that it was the ‘academic results’, followed by ‘facilities and resources’, ‘suited my child’s needs better than other schools’, ‘reputation’, and ‘the emphasis on the development of sound morals, values, beliefs and attitudes’.

Results for the survey of staff were similarly positive with ‘I am happy to recommend the school to people’ receiving the highest rating of 8.77 out of a possible 10. Overall, staff seem very satisfied with the opportunities provided for professional learning and are keen to enhance their skills and improve student outcomes; while expressing confidence in the leadership of the principal and senior management team. Results for staff morale are consistent with the mean recorded for independent schools and most teachers report that they are ‘proud to work at this school’ agreeing with the ‘goals and direction of the school’, vision and values and overall educational philosophy.

Teachers in both the primary and secondary years say they would ‘recommend the school to people’ and many say that they would ‘send my own children to this school’.

Student responses to the survey were also largely positive, with overwhelming support for the statements ‘My teachers expect high standards of learning from me’ and ‘My teachers encourage me to improve the standard of my learning’. Essentially, students are ‘happy to be at this school’, which they see as ‘providing a learning environment which stimulates me to learn’, ‘a safe place in which to learn’, where there is ‘access to high quality technology and resources to help me learn’, teachers who ‘make time to help me when I am having trouble with my learning’, and where ‘I have been well supported and prepared as I have moved from year level to year level’.

Westbourne’s extended community is an involved one and the school provides opportunities for groups and individuals to feel welcome, engaged and supported. The main stakeholder group, The Friends of Westbourne Association (FOWA) was established: ‘to foster and promote the interests of the school and students and to support the school to achieve its aims, objectives and interests.’ Incorporating three sub-committees – the Parent Auxiliary, the Friends of Music and Performing Arts and the Friends of Sport – the FOWA works proactively to provide services and raise funds for the whole school Prep-Year 12. Some of the events in 2019 included: the traditional Mother’s Day lunch, Father’s Day breakfast, the Prep barbeque, the annual concert, music soirees and festivals, the art exhibition, the Presentation Ball and Valedictory dinner, movie nights, walk-a-thons, sausage sizzles and athletics carnivals.

‘I have been well supported and prepared as I have moved from year level to year level’.


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FEES

5% $2,557,180

1% $703,506

OTHER INCOME

DONATIONS

GOVERNMENTFUNDING

2% $1,050,051

STUDENT TRAVEL

$48.22M

As a not-for-profit incorporated body Westbourne Grammar School’s annual accounts are published each year and are on the public record. A summary of income and expenditure for 2019 appears below.

Finances

Income

29% $13,767,818

63% $30,145,401


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67% $32,542,826EMPLOYMENT

COSTS

3% $1,203,452

STUDENT TRAVEL

11% $5,364,571

EDUCATION AND GENERAL COSTS

Expenditure

REINVESTMENT IN FACILITIES

13% $6,463,183

5% $2,452,799PROPERTY

MAINTENANCE

1% $242,380FINANCE AND OTHER COSTS

$48.22M

Meg HansenPrincipalBA, DipTeach, MA (Hons), PGradDipArts, SecTeachDip, FACE, FACEL, AICD

Andrew McGregorAssociate PrincipalBSc, DipEd, MEd

Louisa Scerri Head of Senior SchoolBASc, GradDipEd

Paul BarklambHead of Junior SchoolBEd, DipTeach, GradDipEdAdmin, GradCertSpEd, CertGiftedEd

Dennis Nowak Deputy Head of Senior SchoolBA (Hons), GradDipEd

Kylie BaxterDeputy Head of Junior SchoolBEd, PGradDipEd

Peter WestheadDirector of Learning Senior SchoolBA (Hons), PGradCertEd

Geoffrey HayhowDirector of People and CultureBEd, MEd Anne BrightDirector of DevelopmentBA (Hons), DipEd

Katherine YeeBusiness ManagerBComm, MIntBus, CPA

School ChaplainReverend Steve Morrison FT, MA, GradCertLGTC, Cert IV Ministry

Adam Abrahall BSc, GradDipEd

Jarrod Adams BA, BCom (Hons) PGradDipT

Amrita Ahuja BComm (Hons), BEd, MCom

Deborah Ainslie BSc, BSc (Hons), GradDipEd, PhD

Renee Alford BMedia, GradDipEd

Rachel Almond BSc, GradDipEd, MEd (Hons)

Kristy Argus BA, (Hons) GradDipEd, MEd

Alexzandra Arundale BExScMv, BApSc, MTeach

Melissa Avery BCD, GradDipEd

Paul Basilio BA, BEdTeach

Catherine Bellair BA, BSc (Hons), GradDipEd, MEd (Student Wellbeing)

Alison Birchall BA, BTeach, MEd

Nicola Birkett BA, GradDipEd

William Blakeley BBus, MTeach

Julia Blik-Rang BA, GradDipSecEd

Lisa Bolitho BEd

Jade Bradshaw BEd(PhysEd), CELTA, GradCertTeach

Desmond CallanBEd, GradDipJap

Mary-Lou Callan BEd

Lucy Cassar BBiomedSc (Hons), GradDipEd, PhD

Catrin Charles-Edwards BBEnv, BEd

Timothy Clemens BSc (Hons), BEd

Staff Lists

Academic Staff Senior SchoolAdam Cook BMus (Hons), DEM, AMusA

Tonya Cook BEd

Meg Cooper BA, MT

Leesa Dean BMus

Brendan Evans BAppSc, GradCertAppSc, GradDipEd

Lisa Farrell BComm, GradDipEd

David Felvus BEd

Brett Fitzsimmons DipTeach, GradDipCS. MTech

Joanne Francken BSc Dip Ed

Fiona Furphy BA, BMus, GradDipEd

Jane Garnham BA, GradDipEd, GradDipLitEd

Helen Gauci BEd, DipTeach

Katherine Gayton MPsych

Ryan Geard BEd

Rodney Goold BSc, DipEd

Neil Gracey BMusP, GradDipEd, MTeach

Damon Grieve BA, GradDipSecEd

Rachel Griffin BA, BEd (Hons)

Pauline Griffiths BA, Dip Ed, MA, PhD, BMus

Kelly Harding BA (Law), PGCE

Diana Hatton AssocDipMus, BMus, DipEd, LMusAus

Lesley Hayes BAppSc, GradDipBusMgmt, GradDipEd

Geoffrey Hayhow BEd, MEd

Matthew Healy BAppSc (PhysEd), DipEd, MA

School Executive


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Gabriella Sabatino BEnvSc, MTeach

William Saccardo BWrit&Pub, GradDipEd, MInfoTech, Cert Writ&Ed

Louisa Scerri BASc, GradDipEd

Benjamin Shafir BBus, DipFinServ, MT

Jason Smith BMus (Hons), GradDipEd

William Stojkovski BA, Grad Dip Ed, M Teach (Sec)

Stefanie Thom BEd, MMusPerf

Rebecca Thompson BSc, PGradEd

Megan Turner BEd, PGradDipEd

Robert Utting BA, PGradDipEd

Thuthi Vartazarian Haftevani BA, DipEd, MA, MTeach

Atsuko Wakida-Henderson BA, GradDipEd, MA

Rachelle Walsh BSc (Hons), GradDipEd, GradDipMet

Beulah Watson BMus

Peter Westhead BA (Hons), PGradCertEd

Paul Wiggins BSc (Hons), GradDipEd

Kellie-Jane Winter BA(Hons), BEd(Arts), GradDipPsych, PGradDipEd

Yao Yan BA, MTeach

Chong Zhou BA, PhD

Adam Cook BMus (Hons), DEM, AMusA

Tonya Cook BEd

Meg Cooper BA, MT

Leesa Dean BMus

Brendan Evans BAppSc, GradCertAppSc, GradDipEd

Lisa Farrell BComm, GradDipEd

David Felvus BEd

Brett Fitzsimmons DipTeach, GradDipCS. MTech

Joanne Francken BSc Dip Ed

Fiona Furphy BA, BMus, GradDipEd

Jane Garnham BA, GradDipEd, GradDipLitEd

Helen Gauci BEd, DipTeach

Katherine Gayton MPsych

Ryan Geard BEd

Rodney Goold BSc, DipEd

Neil Gracey BMusP, GradDipEd, MTeach

Damon Grieve BA, GradDipSecEd

Rachel Griffin BA, BEd (Hons)

Pauline Griffiths BA, Dip Ed, MA, PhD, BMus

Kelly Harding BA (Law), PGCE

Diana Hatton AssocDipMus, BMus, DipEd, LMusAus

Lesley Hayes BAppSc, GradDipBusMgmt, GradDipEd

Geoffrey Hayhow BEd, MEd

Matthew Healy BAppSc (PhysEd), DipEd, MA

Rachael Henry PGradCertEd

Tyler Hess BA, BEd

Kathryn Hirche BMus (Ed), MA

Daniel Homburg LLB BA GradDipEd

Timothy Horton BA, DipEd

Barbara Howe BEd

Heather Howlett BEd(PhysEd)

Sandra Jenkins BA, DipEd, GradCert TESOL

Alexander Johnson BA, GradDipEd

John Johnson BAppSc, DipBusSt, DipEd

Kerstin Keller BA, GradDipEd, LLB

Meegan Kildea BA, LLB, MTeach

Melanie Koetsveld BSc, GradDipEd

Hiroki Kurihara BA Dip Ed MAppLing

Eileen Langwell BSc

Miranda Lathouras BEd (Sec), BA (Visual Arts)

Andrew Leach AssocDipMus, BMus, DipEd

Debra Leigh BSc (Hons), PGCE

Laureen Lennon B Chem Eng (Hons), BSc, MTeach, Dip Lang

Poh Geok (Cyndia) Leow BA, Dip Ed

Sonya Lill BEd

Graham Long BSc (Hons), GradDipEd

Rebekah Loring BA (Hons), Grad Dip Ed

Bronwyn MacdonaldBA, Grad DipChildLit, GradDipEd

Louise Mahony BSc, GradDipEd, GradCertRE, GradDipDiet

Andrew Mark BSc, GradDipEd

Andrew McGregor BSc, DipEd, MEd

Allison McPhee BEd, MAAppL, MBA

Lorraine Merritt BEd

Clare Meyerhoff MA (Hons), PGradCertEd

Adrian Michielin BPsych, GradDipEd

Marcus Michielin BE (Mech), DipEd

Amanda Mitchell BA, GradDipEd

Kylie Mobilia BA, DipEd, MEd

Steve Morrison FT, MA, GradCertLGTC, Cert IV Ministry

Joanne Mullenger BE (Hons), GradDipEd

Sharon Muller BBus, GradDipEd, MEd

Michiyo Naito BA, MA, MAL

David Newlyn MSc, PGradDipEd

Michelle Noonan BBSc, DPsychClinPsych, PGDP

Dennis Nowak BA (Hons), GradDipEd

Sharon O’Brien BMusEd

Nisha Pahuja MSc, MEd

Michelle Pilditch BEd

Stefan Pomasan BESS, DipEd

Selma Porcic BPsychSc, MTeach

Sarah Quick BA, BTeach

Belinda Rasen BMus, DipEd

Rosemarie Reber BA, BEd, HonsFA

Angelica Ricci BDes, GradDipEd

Jeffrey Rieniets BAppScHM, CertIV TrAs, GradDipSecEd

Brooke Rodgers BA, BA(Hons), BEd


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Nicole Armatas BEd, DipEd, Med (Hons)

Paul Barklamb BEd, DipTeach, GradDipEdAdmin, GradCertSpEd, CertGiftedEd

Gary Barty DipTeach, GradDipEd, ACAL(Jap)

Kylie Baxter BEd, PGradDipEd

Cassandra Betadam BAppSc (PhysEd)

Georgia Boam BA, DipEd, GradDip, QTS

Joseph Borg BEd, DipRec

Chantelle Brown BEd, BA, MEd

Andrea Cameron BEd Dip Teach

Mario Chrisanthou BEd

Simone Chrisanthou BEd (Primary)

Rebecca Christo BEd

Asher Colvin BEd (Hons), MEd

Heather Conroy BEd, DT(EC), MEd

Simon Corcoran BEd

Anah Creet BFineArts, BEd

Melissa Davis BEd (Hons)

Christine Degiorgio BEd, BEd (Primary), GradDipEd

James Diery BA, BEd (Primary)

Delray Edinberry BEd (Primary)

Andrea Elliott BEd, DipTeach, PGradDipEd

Cameron Elston BMusEd (Hons), CertTeach (Prim) KODCE,Cert Teach, LMusAus

David Fawkes BEd(PhysEd)

Cassandra Forbes BSc, GradDipEd (Primary)

Staff Lists

Academic Staff Junior SchoolLynette Franklin BEd(Prim), DipTeach, MEdStud, PGradDipEd

Jillian Green DipTeach

Jonathon Hannett BEd

Tracy Hannett BEd

Rozalia Hecht BAppSc (Hons), BA, MAPsych

Vera Hillas BMus Ed, GradCertOrfMusEd

Samara Hudek BEd, BTeach

Catriona Jackson BEd (Prim)

Ebony Johnson BEd (P-10)

Linda Kolevas BEd (Librarianship)

Rebecca Kovac BECE

Diana Liston BASc (Hons), DipEd

Brenton Menzies BEd (Prim)

Kim Mitchell BA, BA (Hons)

Michelle Monaghan BEd (Hons)

Susan Moxey BBus, DipEd

Jenni Munn-Bradley BA (Hons), PGradDipEd (Prim)

Melissa Murray BEd Teach

Annette Murdoch BEd, DipTeach

Bronwyn Nisbet BEd (Hons), MEd

Kelly Nolan BA, BPrimEdStuds, GradCert Catholic Studs, PGrad Cert (Early Literacy Intervention)

Donna O’Brien BA, GradDipEd

Fiona O’Connor BA, MEd, GradDipAppPsych

Keisuke Ogawa BBus, GradDipEd

Rebecca Ratu BEd (Prim)

Elizabeth Reader BEd, DipEd

Anne Richardson BBus, GradCertMgDev, GradDipEd, MBA

Dianne Robinson AssocDipMus, DipTeach, GradDipEd

Nicole Sutton BEd, DipEd

Helen Toner BA, GradCertCI, GradDipEd

Tanya Turczyniak BEd

David Walker DipTeach, GradDipEdAdmin, GradDipScEd, MEd

Sarah Wilson BEd (Prim)

Emma Woodall BEd (Prim), BEd(Teach)


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Andrea Arnold BA(Hons)

Gracia BurkeJade HollowayGordana Palmar

Susan PlantAlison ReiherElizabeth StreetsChau TranKerryn Vilinskis

Teaching Aides

Sessional Music StaffJames Annesley BMus (Hons)

Joseph Beckitt BMus, MMusPerf

Joseph Borg BEd, DipRec

Sarah Busuttil BMus

Kieran Conrau

Shannyn Dickson BMus, AMusA

Daniel Felton BMus (Hons)

Sarah Green BMusEd (Hons), AMusA

Edwina Kayser AssocDipMus, BMus, MMusPerf, PGradDipOT

Tom Lee BMus

Jennifer Lund BMus, LMusA

Belinda Mak BMus

Patrick McMullin BMus

Zoe Mitchell BMus, MTeach

Anna Pokorny Bus (Perf)

Holly Sharpe BMus (Hons), MTeach

Brendan Smith BMus, DipEd

Ian Southwood BA, DipASA, AMusA

Zoe Suckling BMUs (Hons)

Zuzana Suster BMus, DipEd

Amici – Westbourne Early Learning CentreLaura Abraham BEd

Mary Athans BEd (Early Childhood/Primary)

Crystal Baldacchino DipECEC

Debbie Ball Cert3 CC DipECEC

Tina Black

Anna-Maria Calabretta

Stephanie Carroll DipChildServ

Eliza Cavalida DipECEC

Lina Chen Cert 3 CC, DipChildServ

Andrew Curmi DipCS

Hanna Daniel Cert 3 CC, Dip Child Serv

Christine Donohue Cert 3 CC

Elisha Gillespie-Lloyd Cert 3 CC DipECEC

Najwa Hamra Cert 3 CC DipECEC

Ellen Hunt DipECEC

Indya Jewell Dip ECEC

Hee Jung Teresa Jung MEd (Student Wellbeing) BEd (Early Childhood)

Kristy Malone Dip Early Childhood

Jessica McCallum DipChildServ

Kara Nelson DipECEC

Gabrielle Petruccelli DipChildServ

Sharon Portelli DipCS

Jessica Regel BEd (Early Childhood/Primary)


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Staff Lists

Dhammika Herath BBus (InfoServ), MIM

Laura HoustonSusan Johnston BA (Hons), BEd, MEd (Admin), PhD

Janet Leckie

Nellie Marinkovic

Melinda Mark

Cert BusStudies

Pam McCLure

William Nguyen

Andrea Nickels

Linda North BA, MA, MCulMatCons

Amanda PaisleyConnie Parashis BBus, GradCertProjectMgmt

Annette PerryDavid Potter DipInfoTech

Donna Ramos Cert 111 Business

Kylie Rooney B Nursing, CertIV TrainAss

Melvin Tang BA (Digital Media)

Jessica Taylor

Madeline Walsh

Ana Wilkinson BA, BComm

Dianne Wilson BSc, Cert IV Acc&Bk Keeping, Cert IV Train&Assess, Cert III CommServ

Katherine Yee BComm, M IntBus, CPA

Stacey Robinson DipChildServ

Kirsty Shepherd

Polixeni Tepelis DipCommServ

Roksana Yasmin Dip Early Child Ed & Care

Prue Baum B Nursing, CertIVTrainAs, GradDipMid, RNDiv1

Lee Beasley DipProfWriting&Editing

Brenda Black

Anne Bright BA (Hons), Dip Ed

Andrea Cairns

Eleanor Caldwell B Nursing, Nurse immuniser

Juliet Cassar

Caron Condie

Karen Cooke BA

Marie Czajkowski

Ann Daillidis

Rachel Doody

Judy Eads

Alberto Enriquez BE(Elec)

Katrina Gevaux Cert 11 in Auslan, lifeguard and aquatics quals

Elke Giantsis

Euan Gibson BBus, CPA

Christopher Gilham

Stefan Grujic DipIT Networking, Cert IV IT Networking, Cert III IT&Comms

Vipin Gusain B InfoTech, Post Grad Dip Network Computing, M Info Tech

Shirley Hanley

Julie Brophy

Paul Condon

Cathy Dekievit

Yvonne Fenton

Alejandra Hernandez

Sonya Kasem

Divya Koothoor

Rachel Snowden DipLibInSt

Karen Balla

Steven Biddle

Paul Donnellan

Tracy Fox

Caine Hampshire

Craig McDonald

Lesley Rayner

Lucy Saunders

Mark Smit

Stuart Stanford

Nicholas Summit

Christos Theophanous

Ryan Wills

Will Wordsworth

Ancillary StaffProfessional Staff

Property Department

AMICIContinued


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Westbourne Grammar

School

300 Sayers RoadTRUGANINA VIC 3029tel: 03 9731 9484www.westbournegrammar.comCRICOS Provider No.00355F

westbourne grammar school community report · 2020. 6. 16. · westbourne grammar school community...

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